Proportion, Pedagogy and Processes: The Three P's of E-Learning

There is a tendency to equate electronic learning or e-learning with distance learning. In fact, e-learning covers a broad spectrum, from learning which is primarily contact based to learning which is 100% distance. Thus, each course can be measured by the proportion of learning and teaching that is...

Full description

Saved in:
Bibliographic Details
Main Author Procter, Chris
Format Report
LanguageEnglish
Published 2002
Subjects
Active Learning
Computer Assisted Instruction
Constructivism (Learning)
Distance Education
Educational Principles
Educational Technology
Instructional Design
Instructional Development
Teaching Methods
Teaching Models
Technology Integration
Technology Role
Online AccessGet full text

Cover

More Information
Summary:There is a tendency to equate electronic learning or e-learning with distance learning. In fact, e-learning covers a broad spectrum, from learning which is primarily contact based to learning which is 100% distance. Thus, each course can be measured by the proportion of learning and teaching that is intended to be conducted electronically. The principles of course design applied to the development of a given course should be influenced by the position of a course on this spectrum. Furthermore, there is a relationship between the proportion of e, the design strategy and the pedagogic model adopted by the designer. In this context didactic and constructivist models of learning are juxtaposed. The substantial recent development of web based learning has sparked renewed interest in constructivism and the way in which web based technology can facilitate engagement. While the relationship is not linear, this paper argues that the greater the proportion of e-learning used, the more developed the active learning components that are required. Finally, the development lifecycle adopted, and therefore the processes used in the development of the course and the software used for implementation of the course, will differ according to the proportion of e-learning anticipated. This argument is developed in the context of e-learning in higher education. Includes four figures. (Contains 21 references.) (Author)